Indicators of confidence in hybrid education at Ecuadorian public universities
DOI:
https://doi.org/10.31637/epsir-2026-2455Keywords:
Hybrid modality, student perception, instrument validation, higher education, factor analysis, linear regressionAbstract
Introduction: The transition to a hybrid modality in higher education, accelerated by the pandemic, highlighted the need for valid and reliable instruments to assess the student experience in this new educational environment. Methodology: A descriptive-correlational quantitative design was applied with a sample of 491 university students. A 20-item questionnaire was subjected to exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and linear regression. Results: The EFA showed a KMO of 0.936 and an explained variance of 63.1%. The CFA confirmed a unidimensional model with excellent fit (χ² = 35.222; p < .001; RMSEA = 0.039; CFI = 0.996). The regression model explained 79.5% of the variance in the perception of effectiveness (R² = 0.795), with the variable’s accessibility, interaction, autonomy, and comparison being significant. The results validate the instrument and reveal that the perceived effectiveness of the hybrid modality is mediated by key pedagogical factors, coinciding with previous findings and providing evidence from Spanish-speaking contexts. Conclusion: The hybrid modality can be consolidated as a viable educational alternative if accessibility, teacher interaction, and student autonomy are guaranteed.
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